2416 Assessment Research Coordinator


TITLE Assessment Research Coordinator





MAJOR ADMINISTRATOR Associate Provost for Student Development and Public Affairs


The Assessment Research Coordinator works with the Director, Assessment to help faculty identify student learning objectives and measures and analyze, interpret, and report on student learning outcomes data in order to improve student learning. Under the direction of the Director, Assessment, the Assessment Research Coordinator works with faculty and administrators to develop an assessment plan for curriculum as well as programs in student success and public affairs to measure student motivation, engagement, and other learning outcomes. The Assessment Research Coordinator uses and interprets quantitative information gathered using external assessments, such as, but not limited to, exit assessment tools, the Beginning College Survey of Student Engagement (BCSSE), the National Survey of Student Engagement (NSSE), ACT, certifications, and standardized exams. The Assessment Research Coordinator also uses and interprets internal sources of data, such as, but not limited to, departmental assessments, local exams, Math and English placement exams, portfolios, employment information, exit surveys, and alumni surveys. The Assessment Research Coordinator analyzes and interprets the external and internal sources of data with regard to how student performance compares to expectations and standards and how student performance can be improved.


Education: A Master's degree is required, preferably in social sciences with an emphasis in experimental methods or statistics.

Experience: One year of experience in an applied research, data management, or data analysis environment is required. Significant experience with data management and analysis software, such as, but not limited to, SPSS is required. Experience in an applied higher education field is preferred. Experience with survey construction and administration software such as, but not limited to, SurveyMonkey or Inquisit is preferred.

Skills: Proficiency using databases, data management and analysis software, such as SPSS, and word processing, spreadsheet, and presentation software, such as Excel, Word, PowerPoint, is required. Proficiency in various data analyses techniques including, but not limited to, descriptive statistics, group differences, repeated measures, correlations, regressions, and modeling as well as proficiency in interpreting results is required. Attention to details, strong organizational skills, excellent communication skills, including the ability to communicate technical information in oral, written, and graphic form to individuals with varying backgrounds are required. The ability to reason analytically, proficiency in producing technical reports, the demonstrated successful management of multiple short- and long-term projects, and the ability to work independently or as part of a team are required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.

Other: Occasional out of town travel may be required to engage in professional development. The scope of the job may require some evening and weekend work to complete assessment projects, participate in workshops, seminars, training, and professional development.


1. Assists the Director, Assessment in establishing, managing, and coordinating comprehensive data gathering and sharing systems to improve the quality of instruction and student learning outcomes.

2. Collects, organizes, and analyzes a variety of internal data sources, such as, but not limited to, departmental assessments, local exams, Math and English placement exams, portfolios, employment information, exit surveys, and alumni surveys and external data sources, such as, but not limited to exit assessment tools, the Beginning College Survey of Student Engagement (BCSSE), the National Survey of Student Engagement (NSSE), ACT, standardized exams, and certifications; disseminates the information among the instructional community, staff, administrators, and other University constituents with a goal of improving student learning.

3. Assists the Director, Assessment in communicating the purpose and importance of student outcomes assessment and academic program evaluation as supporting the continual and systematic improvement of instruction and student outcomes.

4. Assists departments and colleges in the development of assessment plans and the selection of appropriate measures and methods for assessing student learning outcomes.

5. Works with faculty and various University departments, such as, but not limited to, Residence Life, Citizenship and Service Learning (CASL), Student Success, First Year Programs, and public affairs staff to develop assessment projects and programs in order to provide data and results that can be subsequently used to improve courses, learning environments, student success, and public affairs programs.

6. Supports the instructional community in the Scholarship of Teaching and Learning projects.

7. Assists the Director, Assessment in working with administrators, the Assessment Council, departments, colleges and other University constituents to determine assessment and reporting needs as well as integrate assessment and evaluation efforts across campus and with accreditation processes.

8. Maintains assessment and research-related databases as required and participates in professional organizations, conferences, and workshops to keep informed of current ideas, research, and practices related to the field.

9. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

10. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required by the Director, Assessment.

11. Performs all other related duties as assigned by the Director, Assessment to support the overall effectiveness and functioning of the unit.


The Assessment Research Coordinator is supervised by the Director, Assessment and may provide some supervision of Graduate Assistants.




Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 4 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.

Factor 2: Supervisory Responsibility

Level 2 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.

Factor 3: Interactions with Others

Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.

Factor 4: Job Controls and Guidelines

Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.

Factor 5: Managerial Responsibility

Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.